his study aimed to investigate the academic performance of children of Southeast Asian female immigrants through three-year longitudinal survey. The local contrast groups were defined as children who were of the same gender, from the same homeroom class, and had fathers with similar educational backgrounds. Samples were collected from metropolitan areas of New Taipei City, Taoyuan County, and Taichung City (originally, Taichung County), and from non-metropolitan areas such as Yunlin County, Pingtung County, and Penghu County. There were a total of 422 immigrants’ children and 400 local contrast samples, from first grade to fifth grade in elementary school. Subjects were followed from 2005 to 2007. The results indicated that immigrants’ children’s performance in Chinese and Mathematics generally fell behind the average. In metropolitan areas, for Chinese learning, the fifth graders displayed decline in academic performance during the three years; in non-metropolitan areas, the sign of decline appeared when children were at the third and fifth grade. No significant differences were shown in students’ math performance. Furthermore, at the third year after follow-up, there were no ethnic differences. These results suggest that since these students were capable of getting higher grades, their mothers’ ethnic background was not the key factor to achievement differences between immigrant groups and local groups. However, the area of residence may be a key difference.
本研究目的在探究東南亞裔新移民女性子女學業成就三年追蹤狀況，並蒐集類似父親教育背景的同班、同性別之本地同學做為對照組，以瞭解控制了父親教育背景後，學業成就表現是否與母親為新移民女性有關？抑或因居住地區而不同？研究樣本取自都會區及非都會區共六縣市，自2005年起追蹤三年，包括一、二、三、四、五共五個年級的新移民子女422人、本地對照組400人。結果顯示，第一年時，新移民子女學業成就落後本地組，但在第三年時已無差異。都會區中，兩組學生表現類似，漸次升上高年級，乃至於國中時，國語名次持續下滑，落後同儕。非都會區中，兩組學生亦有類似狀況，國語學業成就在剛升上新年段（如二升三年級、四升五年級）時明顯退步。新移民子女與本地對照組困境型態類似，都會區之學習困境不同於非都會地區，顯見母親是否為新移民非關鍵因素，居住地區為一潛藏因子。
